Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models

Abstract

Current distance learning technological advances allow real and virtual classrooms to unite. In this program evaluation study, focus group, participatory action, and qualitative research strategies (Yin, 1994) were used to explore the quality and benefits of infusing elements of three distance learning modalities into the traditional rehabilitation counseling classroom. Participants were students with multiple experiences in hybrid classes in which in-person instruction was integrated with at least one distance learning modality. The distance learning alternatives involved were interactive television, web-conferencing using a live stream from interactive television, the learning management system (e. g., Blackboard) and/or the collaboration platform or enhancement to learning management system (e. g., Elluminate). Student feedback was generated on the quality and effectiveness of hybrid models, as well as on the benefits and advantages of these models for rehabilitation education in the rural area served. Results indicate that the modalities can be integrated while maintaining discernible quality and learning effectiveness. Most notably, hybrid models may have distinct advantages over the traditional classroom in isolated rural regions and students who for a variety of reasons find it difficult to meet in traditional classrooms. Students with specialized interests can be linked to each other and to needed resources.